教师姓名 单位名称 填写时间
学科 英语 年级/册 7年级下册 教材版本 人教版
课题名称 Unit 10 I'dlike some noodels .
难点名称 vocabulary ,target language
难点分析 从知识角度分析为什么难 vocabulary
从学生角度分析为什么难 target language . sentence . dialogue
难点教学方法 reading,conckusive practicing ,writing methods
教学环节 教学过程
导入 Greating and Revision show some pictures about the food and let the students talk about the food .
知识讲解 (难点突破) Step 1 Lead-in Greet students and ask students to play a touching game. Show students pictures of different goods. Each group can have a set of pictures. The teacher gives the order, and students need to touch the food mentioned. See which group is fastest and correct. (Justification: Touching game can attract students’ attention to the class. Students can also review words they have learned.) Step 2 Pre-listening 1. Show students the picture in 1a. Ask them to match words with pictures. 2. Work in pair. Ask students to talk about the food they like and dislike. The teacher shows them dialogue pattern. (Justification: In this step, students can get closer to the the topic. By working with their partners, students can begin to talk according to their own situation so that their ability of expressing themselves can be improved.) Step 3 While-listening 1. Listen to the tape and complete the order form. Ask students to work in group. Each group is given a set of cards with different choices for the blank in the order form. After listening to the tape, students must choose correct information and stick the card on the form. 2. Listen to the tape again and check the answers. 3. Listen to the tape for the third time. Ask students to read after the tape and pay attention to the stress, pronunciation, intonation. (Justification: Through three times for listening, students can get to deal with detail information in the listening material. At the same time, their speaking ability can be improved after the tape. Asking students to pay attention to the intonation which can help students understand the tone of warning. Group working can reduce difficulty in listening. ) Step 4 Post-listening Role play. Suppose that you go to a restaurant with your friends. Act out what will happen. Show them dialogue patterns. (Justification: In this step, students can use what they learned in the previous steps. Role play can help students get emerged in the real situation and talk in a more communicative way.) Step 5 Summary and homework Summary: Invite one student to summarize what we have learned pair work and order some food practice he ,she ,we,i and 名词的复述形式。
课堂练习 (难点巩固) role play the conversation
小结 In this period ,we learned some new food including principal food ,meat ,vegetables . we also learned order food .In our daily lives ,we all need to eat healthy and keep healthy.
教师姓名 ×× 单位名称 ×× 填写时间 ×年×月×日
学科 语文 年级/册 五年级(上) 教材版本 人教版
课题名称 第七单元 21《长相思》
难点名称 在移情想象中建构“故园”的丰富意象,体味“故园”的文化意蕴。
难点分析 从知识角度分析为什么难 体味“故园”的文化意蕴,要通过理解诗句,展开想象,将凝固的语言转化为可感的画面,具有一定的难度。
从学生角度分析为什么难 这首词中,词人的内心矛盾和冲突学生较难感受,因为这高于五年级学生的情感经验和生活经验。
难点教学方法 1.通过情境诵读和想象,感悟诗人天涯行役的相思之苦和相思之深。 2.通过讨论及问题探究,体验诗人身在征途、心系故园的矛盾心情。
教学环节 教学过程
导入 1.如果用一个词表达你读完这首词的感受,你想到了哪个词? (艰难、悲壮、思乡、危险、豪迈、思念) 2.指名学生朗读(读出自己体会)
知识讲解 (难点突破) 3.理解诗句。 (1)从哪一句词中读出了这种感受? “山一程,水一程,身向榆关那畔行,夜深千帐灯。” ①作者此时身处何地? ②想象:这边是故园,那边是榆关,中间隔着“山一程,水一程”,你想到了哪个词? (跋山涉水)故园的人思念亲人,榆关的人走过了怎样的山,怎样的水? 将士们走过“山一程,水一程”,越走越远,思念越走越长。 身在故园的人“遥望这山一程,水一程”,牵挂前方的亲人。 ③由晚上的“千帐灯”想到了什么? 故园人的牵挂,榆关人的思念 跋山涉水的艰难 身向榆关的豪迈,壮观。 (2)“风一更,雪一更,聒碎乡心梦不成,故园无此声。” ①“更”在古代分为五更,每更大约2小时,风一更,雪一更,更更交替,体会边关环境的恶劣。 ②借助注释理解“聒碎”, 体会“聒碎乡心梦不成”实为“聒碎乡心梦难成”,就是因为那份思念。 ③体会作者用词的精妙。 上阕“一程一程”、下阕“一更一更”对仗应和,“一”虽为数字之首,却有连绵不绝之意,实为“一程一程又一程”,“ 一更一更又一更”。 ④“故园无此声” 想象:身在征途的将士们此时会想些什么?故园的亲人又会想些什么?难道故园真的无此声吗?故园的人看到风雪也会想念远在塞外的亲人。将士们思念故园的宁静,山水分隔的只是距离,但却隔不开牵挂思念的心。 ⑤指导朗读:读出风雪的肆虐、读出将士难以入睡、读出对家人的思念。 “山一程,水一程”隔不断思念的心,“风一更,雪一更”吹不散思乡的情。难怪作者长相思。齐读。 那就让这风雪带去故园的人对将士们的牵挂和思念吧。此时,身在榆关外的将士们,他们也让这风这雪带去自己对故园人的思念和怀念。 ⑥如果将这首词定格成一幅幅画面,当你的耳畔响起这样的声音,你的眼前会出现哪些画面让你印象深刻。 配乐朗读
课堂练习 (难点巩固) 4.提到“思乡”,在古诗词中,表达对家乡思念的诗句也有很多,有一些特定的“景”或者“物”都可以和思乡联系起来,比如: (指名回答) 举头望明月, 低头思故乡。 独在异乡为异客,每逢佳节倍思亲。 春风又绿江南岸,明月何时照我还。 露从今夜白,月是故乡明。 此夜曲中闻折柳,何人不起故园情? 这么多古诗词当中,有明月寓相思,有书信寓相思,还有佳节寓相思。在纳兰性德这首《长相思》当中,他的相思又寓托在哪里呢? 纳兰性德,他生在关内,长在关内,在这个初春的季节,他去塞外,冰雪未消,一切在他的眼中都是那么的荒凉,寂寞。难怪他会思念。寒冷的帐外,帐内的点点灯光应该是最温暖的,这一暖一寒,更让纳兰性德和无数将士们心里想着故园。带着这份思念,带着这份想念,一起走进《长相思》。 在纳兰性德的笔下,他将思乡之情寓于风雪之中,将这份不得不离,不得不别的牵挂写在这首长相思中。 配乐朗读。
小结 当一个人的身和他的内心相统一的时候,我们叫做“身心合一”,而此时的纳兰性德,一生跟康熙皇帝出巡无数次,他早已厌倦了这样的征途,所以这种离别是不得不忍的离别,这种跋山涉水是不得不进行了山一程,水一程,这种听风沐雪也是他不得不的。那当他的身和心分开的时候,此时,纳兰性德的身在哪里?心在哪里?(身在征途、心系故园) 全班配乐朗读。